These Learning Links provide ten quick-and-easy, five-minute mini-lessons to promote student thought and dialogue about service and civic engagement. You may use as many of them as you wish, and in whatever order best meets your needs and the interest of your students. The purpose of these mini-lessons is to provide a deeper understanding of philanthropy (the giving of time, talent, and treasure for the common good) and to reinforce the lesson focus. These Learning Links also promote the development of character traits, civic engagement, and student leadership. As appropriate to your grade level, it is recommended that students play an active leadership role in presenting these mini-lessons to their classmates.

1. Read: You have probably learned that your basic needs are food, water, and shelter. The following statistics tell about basic needs in developing countries: In developing countries, about one-third of children do not have adequate shelter, which means they have a dirt floor or live with more than five people in a room. Around 30 percent of children in developing countries have no toilet of any kind. One in five children do not have access to clean water. Information is not available to 16 percent of children (no TV, radio, or newspapers). And just over 13 percent have never been to school. These children are severely deprived of their basic needs.
   Discuss: Which of these statistics surprised you most? Which of these basic needs do you think you would miss the most on a daily basis? Which of these needs would affect your whole life the most? In what way is the world’s poverty a civil rights issue? Who do you think should advocate for these children’s right to have their basic needs met?
   (Facts taken from the report, “State of the World’s Children,” 2006. UNICEF: NY.)
2. Read: Martin Luther King, Jr. Day is a day to remember and honor the work of a man who worked for justice for all people. He was a man of action. He didn’t just talk about freedom and justice, he “walked the walk.” He risked jail and beatings to lead the Civil Rights Movement, which involved millions of people using nonviolent action to change laws. Rather than using violence, people protested, boycotted services, and wrote signs and letters to speak out against unfair practices. We remember Dr. King especially because he created change using the principles of love and forgiveness, instead of war and hatred.
   Discuss: What does it mean to walk the walk? Do you think it is easier to talk the talk or walk the walk? How can you walk the walk for kindness, fairness, and justice in your community? What impact do you think our class can have? How are we doing so far?
3. Read: A class of seventh graders who stood up for the rights of one child built a school for an entire community. In 1996, a 12-year-old boy from Pakistan visited the Massachusetts classroom to tell about his life as a slave, but within a month, Iqbal was killed in Pakistan for his civil rights protests against slavery. When Iqbal was four, his parents sold him to pay off their $12 debt. Selling him was their only choice because they could not earn that much money in years. Iqbal worked 14-hour days weaving carpet and chained to his loom. He never had enough to eat and was beaten regularly. When Iqbal was ten, he heard an abolitionist (person who works to stop slavery) say that nobody could own another person. Iqbal refused to work after that, and he was finally sent away to school. But he continued to speak out against slavery, marching and protesting in front of factories where children were slaves. He won an award for his bravery, which is why he was in Massachusetts. After his death, the seventh graders at Broad Meadow school in Massachusetts started a campaign. They wrote letters to schools and newspapers about Iqbal and the millions of children in slavery. They called carpet stores and told them not to sell carpets from Pakistan. They raised $100,100 to build a school. Then they started raising money to buy 50 children back from slavery.
   Discuss: Why do you think slavery still exists today? What can we do to learn more about the issue and tell others about it? How can we be sure the products we buy are not made by slaves or by child labor? Discuss how educating people about an issue can make a difference. What does it mean to be an advocate for a cause?
   (Teacher note: If students have questions about Iqbal’s life and how they can help, go to http://www.giraffe.org/sobi2/broad-meadows-kids/)
4. Read: Anna came to school with new braces. She was a little nervous, and her mouth felt a little odd. She decided to try to hide the braces by holding her mouth closed and covering her mouth with her hand when she talked. As soon as she approached her friends, Nadyia jumped up and down excitedly. “Let me see your new braces,” she said. The other girls crowded close and squealed with delight at the school colors Anna chose for her bands. Anna couldn’t help but laugh and tell about the experience of getting her braces on. After that, she forgot to hide her teeth. A few other classmates said, “Cool braces, Anna.” By the end of the day, Anna realized she felt okay about her braces.
   Discuss: Braces, pimples, glasses, new clothes, and hairstyles are all parts of our outward appearance that people notice right away. Sometimes we might think too much about our outward appearance. Our inner attributes are the ones that define us, but people don’t notice those right away or compliment them in others. What can you say to other people to let them know you appreciate their inner attributes? What are some simple statements students can say to friends that are as easy to say as “I like your hair today.” Make a plan for increasing kindness at the school through encouraging words.
5. Read: Some high school students stood outside of a fair trade store holding signs that read, “Have a Fair Trade Day!” Chris and Azia stopped to ask them what the signs meant. One student said, “We think you should shop here because more of the money you spend for products goes directly to a farmer or artist instead of to a big company.” Another student said, “Some cacao growers force young children to work for them. The chocolate you buy here is made by fair companies that pay their workers.” Chris and Azia decided to go in the store and check it out. The store was full of coffee, tea, chocolate, art, and clothes. They saw things for sale that were different from items at the mall. Azia said, “This place is cool. I never thought about the chocolate farmers not getting paid enough.” Chris agreed. “Let’s buy some chocolate. I want to tell my dad about this place.”
   Discuss: It is always good to look for a deal, right? What if the good deal at the store is cheap because the person in a faraway country isn’t getting paid fairly? Fair trade is a certification that helps consumers choose products from companies that use fair practices. Some companies don’t pay the farmers enough, others may force people to work in poor conditions. It is very difficult for the poor farmers and workers to get their civil rights. Is there a way that we can help them?
6. Read: In his book entitled Under the Overpass, Michael Yankoski gives a first–person account of living as a homeless person. He along with his traveling companion, Sam Purvis, went to live like the homeless in six American cities. His book follows their five–month journey — hearing the stories of the homeless, constantly struggling to find food, a place to sleep, and a bathroom. In reading this book, one gains empathy for what the homeless go through. Perhaps most interesting of all is his re–entry back into his old life and the culture of consumption. He writes about how the terrible dangers of lacking nothing became clear to them. How having just about everything a person needs to live can numb and blind the human spirit to the needs of others.
   
   Discuss: What do you think would motivate someone like Michael and his friend Sam to do what they did? What might be some of his reasons for choosing to write a book like this? What do you think Michael was referring to when he talked about the stories the homeless people’s struggle to find compassion? How might lacking for nothing numb and blind the human spirit? How might our service event help make us more aware and better able to see the need for compassion?
7. Read: All professional sports require a standardized field for play. There are football and soccer fields, basketball, tennis, and volleyball courts, baseball diamonds, swimming pools, wrestling mats, hockey arenas, boxing rings, etc, all whose measurements and dimensions must equal the required standard for that sport.
   Then too, all professional sports have their own set of standardized rules and regulations. They are not always the same for each sport. In hockey you can legally throw a cross-body block in an attempt to up-end your opponent while attempting to gain access to the hockey puck. However this is not allowed in basketball while attempting to gain access to the basketball when your opponent has it. So who gets to set all these standards and rules in professional sports? Each sport maintains its own official governing board whose responsibility it is to make, oversee, and interpret the rules of the game they represent.
   Most situations in life are governed by specific rules and regulations as well. They are set up by law makers and overseen and interpreted by law enforcement officials and courts. For example, it is against society’s rules to rob or murder anyone, to speed or run traffic lights, to not pay taxes or cheat on an exam, to use a fake ID or abuse alcohol. There are some situations that we encounter in life however, for which there are no specific rules set down by governing boards. For example there are no hard and fast written rules for kindness and thoughtfulness; for compassion and caring.
   Discuss: So what about kindness and thoughtfulness, compassion and caring? If there are no hard and fast written rules concerning them why are they still very important? Who sets the “standards” for kindness and thoughtfulness, compassion and caring? Do we each get to decide how much we want them to be a part of our life? As we think about our service event what role will kindness and thoughtfulness, compassion and caring play in it? If we operate within society’s written rules is that always enough? Why or why not?
8. Read: Thomas Woodrow Wilson was the 28th President of the United States, but his road to the presidency was by no means a smooth one. He did not learn to read until he was about 12 years old. Some experts indicate that it was due to dyslexia or A.D.D., but as a teenager he taught himself to compensate and was able to achieve academically through determination and self-discipline. Historians agree that Mr. Wilson’s mother was probably a hypochondriac, meaning that while she may not have always been sick she always felt and acted as if she was. Maybe that explains why Mr. Wilson often seemed to think that he was often in poorer health than he really was. However, he did suffer from high blood pressure at a relatively early age and may have suffered his first stroke at age 39. He cycled regularly until he was no longer able to do so. Then he took to playing golf, although he played with more enthusiasm than skill. White House correspondents reported that during the winter the Secret Service would even paint some golf balls black so Wilson could hit them around in the snow on the White House lawn. His determination and self-discipline continued to support him in the presidency. Making and maintaining friendships was one way he found to smooth out the rough spots. All through his life friends were very important to Mr. Wilson. He spoke openly about friendships and their importance both at home and abroad to lasting peace and prosperity. "Friendship is the only cement that will ever hold the world together’” he announced.
   Discuss: Through determination and self-discipline. Mr. Wilson was able to overcome his disabilities. How might determination and self-discipline have a role in our service project? In what ways is our service event an attempt to develop friendships? In what ways might what we have planned for our event help to bring and cement our school together? Our Community?
9. Read: Palindromes are words or phrases that can be reversed to spell the same word or sentence. Some examples are: racecar, radar, mom, dad, and the phrase: never odd or even. When Mrs. Peel, the Eight Grade Social Studies teacher at Somewhereville Middle School challenged her class to come up with a palindrome phrase that could be used to promote civic responsibility, one of the students pointed out to her that the word “civic” was also palindrome! (which of course she knew). While the students went right to work, they soon found the assignment harder than they thought it would be. The following day when Mrs. Peel asked if anyone was able to come up with a phrase that highlighted a civic responsibility, Ana was the only one to raise her hand. Asked to share her palindrome phrase with the class, Ana read, “Rise to vote, sir.” (P.S. Maybe it helped that her name was also a palindrome!?)
   Discuss: Driven by an intense race for the presidency, a greater percentage of Americans voted in the 2004 election than at any time in more than three decades. Yet only a little over half of eligible voters actually rose up to vote. How might Ana’s palindrome be a good reminder of our civic responsibility? How might involving ourselves in the decision-making process, the planning process, as well as in the actual work phase of our service event be fulfilling some of our civic responsibilities? How can we persuade others to rise up with us?
10. Read: Have you ever heard of the collection of stories entitled the Arabian Nights? These stories are said to have been compiled over thousands of years by various authors, translators and scholars. Though an original manuscript has never been found several versions date the collection's beginning to somewhere between 800-900 CE.
    The main plot of the story concerns a king and his new bride. The king upon discovering his former wife's infidelity, had her executed and then declared all women to be unfaithful. He begins to marry a succession of women only to execute each one the next morning. Eventually the king’s advisor cannot find anymore young women for the king to marry, and so he must offer his own daughter. She agrees to marry the king, and, on the night of their marriage, tells him a tale, but does not end it. The king is thus forced to keep her alive in order to hear the conclusion. The next night, as soon as she finishes the tale, she begins (and only begins) another. So it went for 1,001 nights.
    The stories proceed from this original tale; some are framed within other tales, while others begin and end of their own accord. Some editions contain only a few hundred tales, while others include 1001 or more stories.
    One of the leading characters in these tales is an oriental ruler who became head of the Moslems and Baghdad in 786 AD. History claims his leadership effectiveness to be derived from his ability to walk among his people, in disguise, in order to learn of their conditions and needs. He would then be in a better position to help his people and meet their needs.
    Discuss: How might our being able to ‘walk among our peers’ help us to promote our service project? Why is it important that our story not end at the conclusion of our service project planned events? http://en.wikipedia.org/wiki/
    The_Book_of_One_Thousand_and_One_Nights

Reflection plays a very important role in promoting student learning. The following suggested activities are ways to help students reflect on their learning after they have participated in a service event.  Choose one or more of the activities most appropriate to the service event and your students.

ACTIVITY ONE: Give each student 10-12 small sticky notes.  Have the students write a word or phrase on each sticky note that comes to mind as they think about their involvement with the Event.  Allow 2-4 minutes for their writing. (NOTE: Be prepared to hand students additional sticky notes if they ask for them.)  As the students are writing place a four-column grid on the display board and label the columns: Feelings, Activities, Affects/Effects, and Misc. At the end of 2-4 minutes, have the students decide which column their words or phrases best fit and then have them place their sticky notes under the proper heading. When all of the notes have been posted, read the notes under each column to the students. Have them look for similar comments in order to synthesize and condense the number of sticky notes and eliminate duplication. Lead students to draw some conclusions about their LEAGUE Event experiences based on this activity.

ACTIVITY TWO: Have each student draw a Venn Diagram.  In the circle on the left have them place single words that come to mind when they think about how they were feeling during this Event in which they were just involved.  In the circle on the right have the students place single words that come to mind when they think about how they were feeling during earlier Events or involved in similar philanthropic activities that they were part of at an earlier time.  Have the students look for those words that appear in both circles and have them place those words in the “overlap” of the two circles.  Have each of the students, in turn, call out the words found in their “overlap” and place these on the display board for all to see.  Ask the students, “What conclusions might one be able to make about being involved in philanthropic activities as a result of completing this exercise?”

ACTIVITY THREE: Tell the students that they have been selected by a major toy company to come up with a design for an “Action Hero/Heroine” or mascot to be used to “promote” this Event next year. Ask the students, when coming up with their “Action Hero/Heroine” or mascot, to consider what it takes for someone to be involved in an Event like the one they just completed and what types of personal characteristics/ attitudes would it be helpful for someone to be involved in Events like these.  Working in pairs, have the students design and draw their “Action Hero/Heroine” or mascot.  When finished, have each group share their idea for their “Action Hero/Heroine” or mascot. Display the Action Heroes/Heroines or Mascots under the heading “Our Action Heroes/Heroines” or “Our Mascot” or, etc.

ACTIVITY FOUR: Provide each student with three shiny coins (pennies). Play (or tell them) about the song entitled “Three Coins in the Fountain”.  Share the lyrics of the first verse. http://www.lyricsfreak.com/f/frank-sinatra/55254.html.
 

Ask the students what they know about wishing wells.  Ask for volunteers to share how they were involved in this LEAGUE Event: what activity (-ies) they performed, how they felt about this LEAGUE Event, what impact they felt this LEAGUE Event had on those involved, etc. Challenge the students as a class to determine how tossing three coins into a fountain might be a lot like participating in this LEAGUE Event using the following prompts:

Discuss how the author of this song might have felt as he tossed his three coins in the fountain and have the students compare his feelings with their feelings about getting involved in this LEAGUE Event.

Discuss what the author of this song might have been hoping would result from his tossing the coins into the fountain and have the students compare his hopes with their hopes for what might result from their involvement in this LEAGUE Event.

Discuss how the author of this song might have felt as he walked away from the fountain after having tossed his coins into it and have the students compare his feelings with their feelings after having been involved in this LEAGUE Event.

Finally, ask the students if they think they will ever know the end results/impact of what they did during this LEAGUE Event. Have them share why or why not.  Tell the students, if they would like, they could make a wish and drop their three coins into a “wishing well” (box) placed on your desk. Tell them if they prefer not to make a wish and put their three pennies in the “wishing well,” that your wish for them is that they will put the three pennies to good use.